In "The Process Approach to Writing Instruction: Examining Its Effectiveness," Pritchard and Honeycutt (2006) provide a meta-analysis of research addressing the process approach to teaching writing that is efficient, comprehensive, and insightful. They reviewed theory and research on the writing process, reviewed research on the influence of the National Writing Project (NWP) on training teachers and in advancing pedagogical principles associated with the writing process, as well as provided an historical overview of the writing process. They critiqued studies that evaluated the writing process in terms of impact on K-12 students and on how writing is taught, and they also reviewed research on the NWP model for professional development. Finally, they made suggestions for further research that is needed for the field.
To narrow the focus, Pritchard and Honeycutt limited their analysis to research reports from professional literature that attempted to attain empirical information and where the research process was clearly defined rather than anecdotal reports. The research was also limited to studies addressing K - high school-age subjects, even though the bulk of the research studies available address college students and adults.
They clarified the writing process instructional model as one that has evolved since the 1970's when it emerged as a pedagogical approach. From 1963 to 1982, it was implemented as a non-directional model with little teacher intervention. In the original look at the process model of the 70's proofreading and revision were merged together and the need for direct instruction seemed limited. Soon, however, the teacher became facilitator. Rather than direct instruction, the teacher implemented a "natural process mode" that didn't reveal much of an impact on the quality of writing products. However, the writing process model evolved to include much more teacher-directed facilitation where procedural knowledge combined with specific targeted strategies. Teachers provided the foundation students needed to produce authentic and well organized writing.The more current look at the writing process demands a need to study student data in order to align instruction and strategies.
Today, most researchers of the process model acknowledge that it involves both procedural knowledge and many other kinds of related strategies that can be nurtured, modeled, and directly taught including (but not limited to) the following:
- activating and building upon prior knowledge;
- teaching self-regulation strategies;
- helping student understand genres and their related conventions;
- making the distinction between revising and editing (2 separate steps in the writing process);
- guiding students in re-visioning and in editing surface errors;
- providing structured feedback from teachers and peers;
- teaching the differences between reader- and writer-based prose;
- developing audience awareness and the effects of audience on writing (e.g., style, content, tone);
- dealing with emotional barriers;
-modeling necessary strategies that have been selected by the study of student driven data.
In general, studies that viewed the writing process model as encompassing more teacher direction and complexity in terms of strategy development showed positive effects on the quality of students' writing, on their view of themselves as writers, and their understanding of the writing process. Research has also demonstrated that the characteristics of an effective comprehensive writing process include explicit teaching of the following:
1-the steps of the writing process,
2-the critical dimensions of different writing genres, and
3-structures for giving extensive feedback to students on the quality of their writing.
These improve writing of both special education and regular education students.(MW)
In addition, current researchers have come to understand the writing process as recursive rather than linear. This recursive process is used by real writers and their audiences are not classroom teachers. The idea is to get students to think beyond writing for their teachers.In other words, as writers mature and internalize the overall procedures and strategies for composing and producing texts in a variety of genres, these procedures and strategies become internalized and occur more efficiently throughout the writing process rather than in sequential steps.
Today, the writing process has evolved due to many factors, including the demands of state standards and assessment (i.e., inauthentic writing), but more extensively as a result of new theories, new research, and the changing status of the writing process in the curriculum. Teaching the process model now requires careful scaffolding, strategic modeling, and innovative teaching that covers the whole process.
In "The Process Approach to Writing Instruction: Examining Its Effectiveness," Pritchard and Honeycutt (2006) provide a meta-analysis of research addressing the process approach to teaching writing that is efficient, comprehensive, and insightful. They reviewed theory and research on the writing process, reviewed research on the influence of the National Writing Project (NWP) on training teachers and in advancing pedagogical principles associated with the writing process, as well as provided an historical overview of the writing process. They critiqued studies that evaluated the writing process in terms of impact on K-12 students and on how writing is taught, and they also reviewed research on the NWP model for professional development. Finally, they made suggestions for further research that is needed for the field.
To narrow the focus, Pritchard and Honeycutt limited their analysis to research reports from professional literature that attempted to attain empirical information and where the research process was clearly defined rather than anecdotal reports. The research was also limited to studies addressing K - high school-age subjects, even though the bulk of the research studies available address college students and adults.
They clarified the writing process instructional model as one that has evolved since the 1970's when it emerged as a pedagogical approach. From 1963 to 1982, it was implemented as a non-directional model with little teacher intervention. In the original look at the process model of the 70's proofreading and revision were merged together and the need for direct instruction seemed limited. Soon, however, the teacher became facilitator. Rather than direct instruction, the teacher implemented a "natural process mode" that didn't reveal much of an impact on the quality of writing products. However, the writing process model evolved to include much more teacher-directed facilitation where procedural knowledge combined with specific targeted strategies. Teachers provided the foundation students needed to produce authentic and well organized writing. The more current look at the writing process demands a need to study student data in order to align instruction and strategies.
Today, most researchers of the process model acknowledge that it involves both procedural knowledge and many other kinds of related strategies that can be nurtured, modeled, and directly taught including (but not limited to) the following:
- activating and building upon prior knowledge;
- teaching self-regulation strategies;
- helping student understand genres and their related conventions;
- making the distinction between revising and editing (2 separate steps in the writing process);
- guiding students in re-visioning and in editing surface errors;
- providing structured feedback from teachers and peers;
- teaching the differences between reader- and writer-based prose;
- developing audience awareness and the effects of audience on writing (e.g., style, content, tone);
- dealing with emotional barriers;
-modeling necessary strategies that have been selected by the study of student driven data.
In general, studies that viewed the writing process model as encompassing more teacher direction and complexity in terms of strategy development showed positive effects on the quality of students' writing, on their view of themselves as writers, and their understanding of the writing process. Research has also demonstrated that the characteristics of an effective comprehensive writing process include explicit teaching of the following:
1-the steps of the writing process,
2-the critical dimensions of different writing genres, and
3-structures for giving extensive feedback to students on the quality of their writing.
These improve writing of both special education and regular education students.(MW)In addition, current researchers have come to understand the writing process as recursive rather than linear. This recursive process is used by real writers and their audiences are not classroom teachers. The idea is to get students to think beyond writing for their teachers.In other words, as writers mature and internalize the overall procedures and strategies for composing and producing texts in a variety of genres, these procedures and strategies become internalized and occur more efficiently throughout the writing process rather than in sequential steps.
Today, the writing process has evolved due to many factors, including the demands of state standards and assessment (i.e., inauthentic writing), but more extensively as a result of new theories, new research, and the changing status of the writing process in the curriculum. Teaching the process model now requires careful scaffolding, strategic modeling, and innovative teaching that covers the whole process.
Purple = Lindsey